Profile Wiki Reflection

Engaging in profile wiki’s for the first time I was a little reserved to begin with.  Prior to this program I studied pre-moodle’s and pre-blackboard’s era.  Though I’m not referring to that long ago (2002), demonstrates just how rapidly technology is driving us forward.  Initially the thought of working entirely online intimidated me.  Then I was faced with the word “wiki”.  What is a wiki?  Learning was certainly becoming an early addition for me in this course.  Fortunately I learn very quickly and on most occasions, self taught.  The most rewarding side to this task for me though, came through the design appealing to kinaesthetic learner’s which is very much my style.  With that said, I not only found my way around this activity, but helped others to complete their profiles also.  There was one final problem after completion, where the profile disappeared from the class list when I logged in from home; however I quickly resolved that issue without any hassle.   

Strategies like these are very basic.  So they’re a great starting point for students who are novices in the digital realm.  It also appeals to those who aren’t kinaesthetic learners in terms of its basic structure.  Kinaesthetic learners will no doubt sail through this activity, whereas auditory and visual learners may need a little extra assistance.  A simple activity involving algorithm’s allows novice’s to engage and learn.  Most digital natives have at some point accessed a computer and therefore would have some experience in this field. 

Applying the step by step instructions to complete the profile wiki, then uploading the profile to our assigned groups on the moodle site encompasses constructivism.  Engaging in this activity as a novice to wiki’s and the moodle site, initially I was accessing my long term memory schemas in relation to the process of the activity.  However, throughout the process I engaged in the working memory, as I was learning and increasing the knowledge already applied to particular schemas.  These were the visible elements of the cognitive learning theory.  Behaviour management is supported generally with routine/structure in a classroom environment.  The algorithm layout of this activity suggests “behavioural chaining”, demonstrating operant conditioning as the method as per Skinner’s theory.  This assists with creating positive behaviour management, in that each student has a clear understanding of the process and what is expected.  The flexibility of connective peer/student assistance also supports this theory in a positive manner.  The purpose of this wiki was to share your profile with other students to allow for suitable partnership on the learning theories wiki.  Upon completion of my profile and uploading to the moodle site, I then assisted other students having difficulty finding their way around the site and understanding the process of the profile wiki.  The purpose of the activity, together with my initiative to assist those less digitally advanced than myself, demonstrates elements of connectivism. 

The profile wiki is a digital tool involving a technique appealing to kinaesthetic learners.  The process (algorithm) however, is appealing to auditory and visual learners.  For students with learning difficulties, this activity allows for connectivism through constructivism and therefore students with any form of disability can receive assistance. In relation to cultural diversity, being that this is a profile wiki, it not only supports any individual regardless of culture, but also assists in educating their peers on the history of their cultures.  Hence creating awareness that diversity exists within their learning environment, as well as informing what type of diversity it is.  Profile wiki’s have many elements in terms of diversity and therefore this form of learning was both interesting and useful.

In relation to e-learning and digital pedagogy, profile wiki’s support the progression our education system is already in the process of making.  Moving forward in the digital era, allows students to keep up with expectations upon entering the workforce.  This activity incorporates navigation through wiki’s, editing, individual input, creating links, saving changes and accessing work upon completion.  These are just basic e-learning tools and therefore a perfect starting point for students to commence their e-learning, without feeling overwhelmed.  The layout of the activity demonstrates a clear interpretation of the expectations, whilst adhering to peer/teacher connections.

REFERENCE:

Mergel, B. (May, 1998). ‘Instructional Design & Learning Theory’. Retrieved March 12, 2011, from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The Basics of Behaviorism.

Cooper, Graham Dr. (December 1998). Research into Cognitive Load Theory and Instructional Design at UNSW. Retrieved March 13, 2011, from http://dwb4.unl.edu/Diss/Cooper/UNSW.htm. - Cognitivism

Tangient LLC. (2011). Elearncqu, 'Ranking Tool'. Retrieved March 11, 2011, from http://elearncqu.wikispaces.com/Ranking+tool. – Constructivism

Siemens, George. (December 2004). Connectivism: A learning theory for the digital age. Retrieved March 17, 2011, from http://www.elearnspace.org/Articles/connectivism.htm. - Connectivisim.

CQUniversity (CQU). E-courses EDED20491. ‘ICTs for Learning Design’. Retrieved from http://moodle.cqu.edu.au/course/view.php?id=17135.